1. Welcome

2. Yesterday
Quick Review
Questions
Parking Lot

3. Data Collection Administrators Teachers Credit (All of the above Plus)
Dropout
LRE
ITEDS
Survey
Teachers
Track 3-4 students
Track # & type of Content Reading Strategies
Credit (All of the above Plus)
Chart # of Variations of Co-Teaching Models

4. 6 Models of Co-teaching One Teach,One Observe Station Teaching
Parallel Teaching
Alternative Teaching
Teaming
One Teach, One Drift
Show the “Power of Two” section on the models here

5. Know Your Partner
What are the three most important beliefs you have about students?
What are the three most important beliefs you have about the role of teachers?
What are the three most important beliefs you have about learning?
Share out in large group for some of the groups after this time period.

6. 5 Big Ideas in Reading Phonemic Awareness Phonics Fluency Vocabulary
Comprehension

7. The Cueing System for Reading
Semantics-Meaning
Syntax -Grammar
Grapho-Phonics
Letters & Sounds

8. “Ultimately, we want teachers in all content areas to understand that teaching reading in their discipline is teaching the content; that the text and ways of talking
about and interpreting the text are at the heart of their discipline” -Cynthia Greenleaf

9. “The man who does not read good books has no advantage over the man who cannot read them.”
-Mark Twain

10. “Students who read little are the majority of our students
“Students who read little are the majority of our students. The amount of book reading done outside of the school day by average readers (50th percentile) was 4.6 minutes per day in 6th grade.”
- Paul Wilson 1992

11. “Nearly 50% of 9, 13, and 15 year olds read 10 or less pages per day both in and out of school. (This includes homework)”
-Nat’l Center on Educational Statistics 1997
“In 4th grade 45.7% of students reported reading something for pleasure every day. By the time students were in the 12th grade, only 24.4 % reported reading pleasure reading daily”
-National Reading Report Card

12. “In 6th grade the top 3 readers will read more words than the lowest 3 reads will read in 46 years!”
-Stanovich 1986

13. Literate high school grads need to know at least 60,000 words
Literate high school grads need to know at least 60,000 words. The average student enters school with only 5,000; they need to learn about 4,000 words per year or 70 words per week.
The best strategy for learning this number is to read a large amount of narrative and informational text (23-35 books a year; one million to one and a half million words of text from first grade on)

14. Reading experts say that 14 exposures are needed to learn a vocabulary word, BUT you can master it with only 9 exposures in context that is meaningful.
Providing students with those meaningful contexts becomes our goal, if we are to increase student’s vocabulary.

15. Strategies need to be tried on just like we try on clothes.

16. Content Area Literacy
Content Area Literacy includes the use of reading, writing, talking, listening and viewing to learn subject matter in any given discipline.
- Vacca 2004

17. Effective Comprehension Instruction
Strategies integrated into subject matter learning improves comprehension
Vocabulary knowledge is strongly related to comprehension
Explicit instruction is needed to benefit students use of strategies

18. Comprehension Strategies
Before Reading
During Reading
After Reading

19. Text Preview
Have each team go through the text that they brought and do a walk through to determine what it is they want students to know about their text.

20. Content Vocabulary
Content Vocabulary is tied to major concepts. - e.g. “spinnerets
Content Vocabulary is rarely associated with familiar concepts. -e.g. “trudged” vs. xenophobia
Content area words are often related to each other. -e.g. aorta,ventricle

21. Role of Direct Instruction
Average students may need 6-14 exposures to learn new words. -Marzano 2001 Moats 1998
Students with learning disabilities may need up to 40 exposures.
If students receive direct instruction on the critical words needed to understand a concept, students score 33% higher than students do who received no direct instruction. -Marzano 2001

22. Vocabulary Strategies
Frayer Model
Four Square
SAW
Semantic Feature Analysis

23. Lunch
11:30
Return 12:28
Start Afternoon 12:30

24. Locks to Learning Input Affective Information Processing/Retention
Attention
Perception
Sequencing
Discrimination
Affective
Frustration
Motivation
Information Processing/Retention
Confusion
Organization
Reasoning
Memory
Metacognition
Output
Persistence
Production

25. Keys that Unlock Doors to Learning
Text Preview
Anticipation Guide
Preteaching Vocabulary
KWL
Semantic Grid
Semantic Map

26. Text Preview
Organization
Confusion
Page 65

27. Anticipation Guide Motivation is increased Attention is heightened
Discrimination
Memory is enhanced
Page 122

28. Preteaching Vocabulary – Fryer Model
Confusion
Frustration
Completion
Page 101

29. KWL Motivation Attention Perception Discrimination Confuse Memory
Page 127

30. Semantic Grid Perception Discrimination Memory Organization Attention
Frustration
Page 31

31. Semantic Mapping Motivation Attention Discrimination Organization
Page 169

32. K-W-L Strategy What do I/we already Know? What do I/we Want to learn?
What did I/we Learn?

33. K-W-L Variations K-W-L-Where did I learn this?
K-W-L-How did I learn this?
K-W-L-A What additions can I make to the info from the text?
K-W-L-What else do I want to know?
K-W-L-Plus What categories can I make of my learning? Then write about it.
K-W-L-S What strategies did I use for this?

34. Anticipation Guides Used before reading Used to engage prior knowledge
Used to engage critical thinking in students
Used to have student reflect on their learning
Usually has no more than 3-8 statements
Avoid fact questions unless they are very relevant to the learning

35. Reading in the Mathematics Classroom

36. Reading Requirements for Mathematics Text
Research has shown that mathematics texts contain more concepts per sentence and paragraph than any other type of text.
The text can contain words as well as numeric and non-numeric symbols to decode.
The page layout has the eye travel in different patterns than the traditional left-to-right one of most reading.

37. Reading Requirements
May be graphics that must be understood for the text to make sense.
Mathematics texts include a variety of sidebars containing prose and pictures both related and unrelated to the main topic.
Key ideas in a mathematics problem often comes at the end of the paragraph in the form of a question.

38. Same Words, Different Languages
Many mathematical terms have different meanings in everyday use.
Mathematical statements and questions understood differently when made in non-mathematical context.
Students must be taught that the language we read and speak in math class is a technical jargon.

39. Small Words, Big Differences
The words of and off cause a lot of confusion in solving percent problems
The word a can mean any in mathematics.
Helping students distinguish the mathematical usage of “small” words can significantly improve mathematics computation.

40. Strategic Reading Before Reading
Previews the text by looking at the title, pictures and the print to evoke relevant thoughts and memories.
Builds background by activating appropriate prior knowledge about what he or she already know about the topic, vocabulary and the form.
Set purposes for reading by asking questions about what he/she want to learn during the reading.

41. Strategic Reading During Reading
Checks understanding of the text by paraphrasing the author’s words.
Monitors comprehension by using context clues to figure out unknown words and by imagining, inferencing, and predicting.
Integrates new concepts with existing knowledge, continually revising purposes for reading.

42. Strategic Reading After Reading
Summarizes what has been read by retelling the plot of the story or the main idea of the text.
Evaluates the ideas contained in the text.
Makes applications of the ideas in the text to unique situations, extending the ideas to broader perspectives.

43. Mathematics Teacher’s Role
Model the process by reading the problem out loud and paraphrasing the author’s words.
Talk through how they use context clues to figure out meaning.
Reinforcing the idea that mathematics text needs to make sense and that it can make sense.

44. Questions the Mathematics Teacher needs to ask
What is the major concept?
How can I help students connect this concept to their lives?
Are there key concepts or specialized vocabulary that needs to be introduced because students could not get meaning from the context?
How could we use the pictures, charts and graphs to predict or anticipate content?
What supplemental materials do I need to provide to support reading?

45. Reading Strategies for Mathematics
Textbook Preview: allows students to become familiar with the textbook
Frayer Model-uses four quadrants to define a given term in own words, list fact known, list examples, list non-examples
K-W-L: enables students to see what they know about a topic, encourage students to discover what they want to learn and reflect on what has been learned.

46. Reading Strategies for Mathematics
Anticipation Guides: Challenges students to explore their knowledge of concepts prior to reading the text and discover through reading the text’s explanation of the concepts.
Semantic Feature Analysis Grid-helps students compare features of mathematical objects that are in the same category by providing a visual prompt of their similarities and differences.

47. Mathematics teachers don’t need to be reading specialists in order to help students read mathematics texts, but they do need to recognize that students need their help reading in mathematical contexts.

48. Closing
Review
Questions
Assignment